printer friendly pageMED 243: Citizen Science Theory to Practice: Advancing Community-Driven Solutions for Health (CHPR 236)
Harnessing and activating the insights of community members and patients is essential to achieving health equity ¿from the bottom up.¿ Students will 1) learn and apply a novel datadriven, technology-enabled approach to improving community health through systematic documentation of lived experience and application of collective data to inform local change; 2) examine global project case studies targeting physical activity, food access, transportation, affordable housing, gender-based violence, and age-friendly environments; and 3) complete assessments of their local built environments using a Stanford-developed app and web platform, then use their data to develop and explore feasible strategies to improve community health.n(Cardinal Course certified by the Haas Center)
Last offered: Autumn 2020
MED 246: Confronting Emotions in the Climate Sciences (SUSTAIN 223)
Traditional climate change courses introduce students to a wide array of scientifically and emotionally challenging subjects without acknowledging the significant distress that climate learners often experience from studiously bearing witness to ecological degradation, and the social injustices this deepens. Students enrolled in the proposed course will study a rapidly growing body of scholarship and activism related to emotive and existential responses to climate change. They will explore the psychosocial complexities that the Anthropocene proposes through key texts, films, and guest lectures that draw on climate psychology, philosophy, art, literature and history. A key outcome of this course is identifying pedagogical tools that can be implemented to foster wellbeing within the climate science community and its adjacent fields. Through self reflection, journaling, and group work, students will develop new self-care skills and collective mental health 'protection and promotion' strat
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Traditional climate change courses introduce students to a wide array of scientifically and emotionally challenging subjects without acknowledging the significant distress that climate learners often experience from studiously bearing witness to ecological degradation, and the social injustices this deepens. Students enrolled in the proposed course will study a rapidly growing body of scholarship and activism related to emotive and existential responses to climate change. They will explore the psychosocial complexities that the Anthropocene proposes through key texts, films, and guest lectures that draw on climate psychology, philosophy, art, literature and history. A key outcome of this course is identifying pedagogical tools that can be implemented to foster wellbeing within the climate science community and its adjacent fields. Through self reflection, journaling, and group work, students will develop new self-care skills and collective mental health 'protection and promotion' strategies. A primary goal of the course is to understand how trauma-informed learning modules can support the scientific objectives of graduate students. Final projects will include the development of evidence-based instructional and mentoring recommendations for students studying any aspect of climate science. The course is designed to engage students in participatory scholarship; assessment of the effectiveness of various learning modules on student wellbeing and motivation towards their research will be conducted using pre-post style surveys and qualitative interview methods. (Cardinal Course certified by the Haas Center)
Terms: Win
| Units: 3
MED 282: Early Clinical Experience at the Cardinal Free Clinics (MED 182)
The Cardinal Free Clinics, consisting of Arbor and Pacific Free Clinic, provide culturally appropriate, high quality transitional medical care for underserved patient populations in the Bay Area. Students volunteer in various clinic roles to offer services including health education, interpretation, referrals, and labs. In clinic students are guided in the practice of medical interviews, history-taking and physical examinations as appropriate, and work with attending physicians to arrive at a diagnosis and management plan. Visit
http://cfc.stanford.edu for more information. For questions related to the course or volunteering, please email arborclinic@stanford.edu and/or pacific@
med.stanford.edu. Application only; must be an accepted CFC volunteer. (Cardinal Course certified by the Haas Center)
Terms: Aut, Win, Spr, Sum
| Units: 1-2
| Repeatable
for credit
Instructors:
Montacute, T. (PI)
;
Quach, L. (PI)
;
Singh, B. (PI)
...
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Instructors:
Montacute, T. (PI)
;
Quach, L. (PI)
;
Singh, B. (PI)
;
charon, m. (PI)
;
Hernandez, B. (SI)
OSPGEN 259: Community Health in Oaxaca
Close observation of clinicians at work in community health settings in Oaxaca and service with local community health organizations. Combination of classroom study and discussion with cultural immersion, language training, clinical shadowing, and community service. Topics include: Mexican healthcare system; cultural, socioeconomic and educational factors impacting health of Mexicans and Mexican immigrants to U.S.; Mexican cultural and health beliefs; Mexican migration as a multi-ethnic process.
Last offered: Summer 2023
| Repeatable
3 times
(up to 6 units total)
PEDS 150: Social and Environmental Determinants of Health (HUMBIO 122H, PEDS 250)
Race, ethnicity, and socioeconomic status are just a few of the social determinants that contribute to health disparities. Apply a racial equity lens to drive a deeper understanding of how vulnerable populations are uniquely at risk for poorer health outcomes. Explore how where we live, work, learn, and play influences health status, and examine the processes through which social and environmental determinants adversely affect health and drive inequities across the lifespan. With experts from multiple sectors, this course will discuss innovative clinical, public health, policy, advocacy, and community engaged solutions to advance health equity. Explore the unique role of health professionals in addressing health inequities. HUMBIO students should enroll in
HUMBIO 122H. Undergraduates may enroll in
PEDS 150. Graduate/Med Students should enroll in
PEDS 250. (Cardinal Course certified by the Haas Center).
Terms: Win
| Units: 3
| UG Reqs: WAY-EDP
PEDS 212: Challenges of Human Migration: Health and Health Care of Migrants and Autochthonous Populations (HUMBIO 122M)
An emerging area of inquiry. Topics include: global migration trends, health Issues/aspects of migration, healthcare and the needs of immigrants in the US, and migrants as healthcare providers: a new area of inquiry in the US. Class is structured to include: lectures lead by the instructor and possible guest speakers; seminar, discussion and case study sessions led by students. Enrollment limited to juniors, seniors and and graduate students or the consent of the instructor. HUMBIO students must enroll in
HUMBIO 122M. Med/Graduate students enroll in
PEDS 212.
Last offered: Spring 2023
PEDS 241: Community Engagement Practicum: Building on Health Education Efforts
In this course students will learn about health priorities of pre-teen and adolescent youth and engage in developing and presenting health educational materials for children enrolled in Redwood City Middle Schools, or other under-resourced schools in San Mateo County.Building on the philosophy of H.E.L.P for kids (Health Education for Life-Partnership for Kids) founded by Dr. TW Wiedmann, this course aims to expand the network of Stanford students dedicated to preparing youth in our local community for life?s challenges, while fostering Stanford?s mission of pursuing service to benefit humanity.In collaboration with the Haas Center for Public Service, students in this course will learn about engaging with community partners in the process of identifying areas of priority, development and delivery of educational materials, as well as evaluating educational interventions. Community engagement (CE) can be an effective strategy for harnessing community potential, especially in health impro
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In this course students will learn about health priorities of pre-teen and adolescent youth and engage in developing and presenting health educational materials for children enrolled in Redwood City Middle Schools, or other under-resourced schools in San Mateo County.Building on the philosophy of H.E.L.P for kids (Health Education for Life-Partnership for Kids) founded by Dr. TW Wiedmann, this course aims to expand the network of Stanford students dedicated to preparing youth in our local community for life?s challenges, while fostering Stanford?s mission of pursuing service to benefit humanity.In collaboration with the Haas Center for Public Service, students in this course will learn about engaging with community partners in the process of identifying areas of priority, development and delivery of educational materials, as well as evaluating educational interventions. Community engagement (CE) can be an effective strategy for harnessing community potential, especially in health improvement, and our community partners will include the Rosalyn Rendu Center in East Palo Alto and selected Middle Schools in Redwood City.Students will learn about focus groups and interviewing as a way of eliciting engagement from youth, parents, and teachers. Students will participate in selecting and developing health education materials and providing one-on-one tutoring or classroom presentations. Students will also have an opportunity to reflect on Principles of Ethical and Effective Service guidelines to inform interaction with the community partners, develop and provide health education, and evaluate interventions. The course will offer a didactic session once a week and opportunity for weekly group activities and tutoring engagement.
Terms: Spr
| Units: 2-3
| Repeatable
2 times
(up to 6 units total)
Instructors:
Rodriguez, E. (PI)
;
Tang, J. (TA)
PEDS 250: Social and Environmental Determinants of Health (HUMBIO 122H, PEDS 150)
Race, ethnicity, and socioeconomic status are just a few of the social determinants that contribute to health disparities. Apply a racial equity lens to drive a deeper understanding of how vulnerable populations are uniquely at risk for poorer health outcomes. Explore how where we live, work, learn, and play influences health status, and examine the processes through which social and environmental determinants adversely affect health and drive inequities across the lifespan. With experts from multiple sectors, this course will discuss innovative clinical, public health, policy, advocacy, and community engaged solutions to advance health equity. Explore the unique role of health professionals in addressing health inequities. HUMBIO students should enroll in
HUMBIO 122H. Undergraduates may enroll in
PEDS 150. Graduate/Med Students should enroll in
PEDS 250. (Cardinal Course certified by the Haas Center).
Terms: Win
| Units: 3
PSYC 144: Islamic Psychology (PSYC 244)
The first psychiatric hospitals in the world were established as early as the 8th century during the Islamic Golden Era. Despite the emergence of a highly sophisticated and interdisciplinary system of understanding the human psyche in early Islamic history, most students of modern psychology are unfamiliar with this rich history. This course will provide a historical and contemporary review of the Islamic intellectual heritage as it pertains to modern behavioral science and how mental illness was historically perceived and treated in the Muslim world. We will begin with a discussion of Islamic epistemology, reconcile issues such as secular vs sacred sources of knowledge and tackle the mind/body dilemma according to Islamic theology. We will then review holistic schemas of health and pathology in the Islamic religious tradition, the nature of the human being, elements of the human psyche, and principles of change leading to positive character reformation. As Stanford is the academic home of Muslim mental health research globally, we will benefit from talks by guest researchers and speakers, partake in field trips to community partners, and utilize group discussions to provide students with a deeper understanding of these topics.
Terms: Spr
| Units: 4
| UG Reqs: WAY-EDP
| Repeatable
2 times
(up to 6 units total)
Instructors:
Awaad, R. (PI)
PSYC 223B: Topics in Neurodiversity: Design Thinking Approaches (PSYCH 249B)
The course provides essential background about neurodiversity, the design thinking process and the Universal Design for Learning (UDL) framework to guide students in developing projects that maximize the potential of neurodiversity. Through case studies, field trips, guest speakers, and community engagement, students will explore approaches to maximizing inclusivity in realms such as education, employment, community and beyond. Students will use their knowledge to design and develop (or revising and enhance) processes, systems, experiences and/or products to maximize inclusivity and the potential of neurodiverse individuals. Based on student's interests and areas of focus, projects may include digital tool development such as app concept and design, redesign of standard processes such as job interviews/ candidate evaluations, design and development of physical products or spaces such as sensory-sensitive dorm rooms, "stim tools" and more. Students have the option to attend Monday classes or Wednesday classes for 2 units or attend both Monday and Wednesday classes for 4 units. This course is open to undergraduate and graduate students in all schools. Cardinal Course certified by the Haas Center.
Terms: Spr
| Units: 2-4
Instructors:
Fung, L. (PI)
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